instructional strategies
The techniques that instructors use to deliver lessons. The aim of these strategies is to make students become more involved in the learning process.
Performing arts theatre instructors educate students in specific theory and, primarily, practice-based theatre courses at a specialised theatre, or acting, school or conservatory at a higher education level. They provide theoretical instruction in service of the practical skills and techniques the students must subsequently master in theatre. Performing arts theatre instructors monitor the students' progress, assist individually when necessary, and evaluate their knowledge and performance of theatre practice through assignments, tests and examinations.
Competences and skills
72 ESCO relationsEssential knowledge 9 competences
Occupation specific
0 competencesNo competences in this bucket.
Sector-specific
2 competencestheatre techniques
The techniques that facilitate a successful presentation of a play.
Cross-sector
7 competencesacting techniques
The different acting techniques for developing lifelike performances, such as method acting, classical acting, and Meisner technique.
assessment processes
Various evaluation techniques, theories, and tools applicable in the assessment of students, participants in a programme, and employees. Different assessment strategies such as initial, formative, summative and self- assessment are used for varying purposes.
breathing techniques
The various techniques to control the voice, body, and nerves by breathing.
curriculum objectives
The goals identified in curricula and defined learning outcomes.
pronunciation techniques
The pronunciation techniques to properly and understandably pronounce words.
teamwork principles
The cooperation between people characterised by a unified commitment to achieving a given goal, participating equally, maintaining open communication, facilitating effective usage of ideas etc.
vocal techniques
The various techniques for using your voice correctly without exhausting or damaging it when changing voice in tone and volume.
Essential skills and competences 27 competences
Occupation specific
0 competencesNo competences in this bucket.
Sector-specific
12 competencesanalyse a script
Break down a script by analysing the dramaturgy, form, themes and structure of a script. Conduct relevant research if necessary.
bring out performers’ artistic potential
Motivate performers to take on challenges. Encourage peer-learning. Establish an environment for experimentation using various methods, such as improvisation.
conduct background research for plays
Research historical backgrounds and artistic concepts of plays.
create a work environment where performers can develop their potential
Ensure that performers are well prepared and closely guided in each work session. Ask performers for feedback about the work sessions and take it into account
define artistic performance concepts
Elucidate performance concepts, such as texts and scores for performers.
define creative components
Identify sources of inspiration and strong points. Identify the subject of the art production. Identify the content. Identify creative factors such as performers and music.
facilitate teamwork between students
Encourage students to cooperate with others in their learning by working in teams, for example through group activities.
identify performers' needs
Identify performer's needs, considering the strengths and weaknesses of each performer, and the specific needs for each role or part. Take into account performers' health and safety.
maintain safe working conditions in performing arts
Verify the technical aspects of your workspace, costumes, props, etc. Eliminate potential hazards in your work space or performance. Intervene actively in cases of accidents or illness.
prepare performance training session
Prepare a training session for performers. Take into account the training goal, the training space, and performers' health and safety.
stimulate performers' imagination
Use inspirational artifacts and creative methods to stimulate the performers' imagination. Provide the performers with the necessary documentation. Stimulate performers' imagination involved in live performances, theater, film, and entertainment. Professionals in these fields work to inspire and enhance the creativity and imagination of actors, musicians, dancers, and other performers.
understand the emotional dimension of a performance
Identify the specific aspects of a cast and the emotions elicited by the performers' physical transformations. Sense the emotional charge of choreographic sequences, the arrangement of elements, in the use of space. Identify the emotional curve.
Cross-sector
15 competencesadapt teaching to student's capabilities
Identify the learning struggles and successes of students. Select teaching and learning strategies that support students’ individual learning needs and goals.
apply intercultural teaching strategies
Ensure that the content, methods, materials and the general learning experience is inclusive for all students and takes into account the expectations and experiences of learners from diverse cultural backgrounds. Explore individual and social stereotypes and develop cross-cultural teaching strategies.
apply teaching strategies
Employ various approaches, learning styles, and channels to instruct students, such as communicating content in terms they can understand, organising talking points for clarity, and repeating arguments when necessary. Use a wide range of teaching devices and methodologies appropriate to the class content, the learners' level, goals, and priorities.
- Scope note
- This includes the use of teaching devices such as diagrams and other visual aids.
assess students
Evaluate the students' (academic) progress, achievements, course knowledge and skills through assignments, tests, and examinations. Diagnose their needs and track their progress, strengths, and weaknesses. Formulate a summative statement of the goals the student achieved.
- Scope note
- The skill applies to all educational levels such as primary, secondary, post-secondary and tertiary education.
compile course material
Write, select or recommend a syllabus of learning material for the students enrolled in the course.
demonstrate when teaching
Present to others examples of your experience, skills, and competences that are appropriate to specific learning content to help students in their learning.
develop course outline
Research and establish an outline of the course to be taught and calculate a time frame for the instructional plan in accordance with school regulations and curriculum objectives.
direct movement experiences
Assist clients or patients in moving in a structured or improvisatory manner for expressive purposes.
give constructive feedback
Provide founded feedback through both criticism and praise in a respectful, clear, and consistent manner. Highlight achievements as well as mistakes and set up methods of formative assessment to evaluate work.
guarantee students' safety
Ensure all students falling under an instructor or other person’s supervision are safe and accounted for. Follow safety precautions in the learning situation.
liaise with educational support staff
Communicate with education management, such as the school principal and board members, and with the education support team such as the teaching assistant, school counsellor or academic advisor on issues relating the students' well-being.
manage student relationships
Manage the relations between students and between student and teacher. Act as a just authority and create an environment of trust and stability.
monitor developments in field of expertise
Keep up with new research, regulations, and other significant changes, labour market related or otherwise, occurring within the field of specialisation.
perform classroom management
Maintain discipline and engage students during instruction.
prepare lesson content
Prepare content to be taught in class in accordance with curriculum objectives by drafting exercises, researching up-to-date examples etc.
Optional knowledge 4 competences
Occupation specific
0 competencesNo competences in this bucket.
Sector-specific
0 competencesNo competences in this bucket.
Cross-sector
4 competenceshuman anatomy
The dynamic relationship of human structure and function and the muscosceletal, cardiovascular, respiratory, digestive, endocrine, urinary, reproductive, integumentary and nervous systems; normal and altered anatomy and physiology throughout the human lifespan.
learning difficulties
The learning disorders some students face in an academic context, especially Specific Learning Difficulties such as dyslexia, dyscalculia, and concentration deficit disorders.
movement techniques
The various types of movement and physical postures undertaken for relaxation, body-mind integration, stress reduction, flexibility, core support and rehabilitation purposes, and that are required for or underpin occupational performance.
scientific research methodology
The theoretical methodology used in scientific research involving doing background research, constructing an hypothesis, testing it, analysing data and concluding the results.
Optional skills and competences 32 competences
Occupation specific
0 competencesNo competences in this bucket.
Sector-specific
20 competencesadapt a script
Adapt a script and, if the play is newly written, work with the writer or collaborate with playwrights.
analyse theatre texts
Understand and analyse theatre texts; take an active part in the interpretation of the artistic project; conduct thorough personal research in textual material and dramaturgy.
analyse your fight discipline expertise
Describe experience in your discipline and within an artistic environment. Identify relevant elements to define an approach of your fight discipline in the artistic field. Describe your training background. Identify training that is relevant for the artistic approach of your fight discipline.
assist students with their dissertation
Support university students with the writing of their paper or theses. Advise on research methods or additions to certain parts of their dissertations. Report different types of errors, such as research or methodological errors, to the student.
carry out auditions
Hold auditions and assess and select candidates for roles in the productions.
create script for artistic production
Develop a script describing the scenes, actions, equipment, content and realisation means for a play, film or broadcast.
develop drama production process
Have and develop a thorough understanding of the dramatic production process.
develop methods for choreographic integration
Develop methods to pass on your choreographic style or signature to the performers. Define a mode of transmission. Select the necessary tools.
develop proposed choreographic language
Rehearse and develop the artistic, choreographic, dramatic and interactional concepts to embody them in the artistic performance.
develop the physical language
Analyse and improve the choreographic movements and physical language, following the directions of the choreographer, scene director, etc.
draw up reference documents for performance
Create documents to guide the further production and execution of a performance. Create a performer cast list, cue sheets, choreographic notes, etc.
identify technical resources for performances
Identify the technical equipment required for rehearsals and performances and the necessary production elements such as sets, props and costumes.
interpret performance concepts in the creative process
Learn and research a part, in personal and collective research and rehearsal, build an acting performance respecting the concept of the show.
manage resources for educational purposes
Identify the necessary resources needed for learning purposes, such as materials in class or arranged transportation for a field trip. Apply for the corresponding budget and follow up on the orders.
perform exercises for artistic performance
Perform exercises and demonstrate them when required. Aim to reach the training session objectives and the appropriate pace, finding a balance between artistic requirements and risk prevention principles. Take into account your physical form: fatigue, recovery periods, resting times, etc.
play musical instruments
Manipulate purpose-built or improvised instruments to produce musical sounds.
practice dance moves
Study and practice dance moves required in artistic productions.
promote the conservatory
Maintain a positive image of the conservatory and use personal network in the best interest of the conservatory, such as establishing valuable artistic and financial connections.
study play productions
Research how a play has been interpreted in other productions.
understand the architecture of a live performance
Identify the choreographic structure of a live performance work. Be aware of sequences, sections, parts and rhythmic structure.
Cross-sector
12 competencesadapt training to labour market
Identify developments in the labour market and recognise their relevance to the training of students.
assist in the organisation of school events
Provide assistance in the planning and organisation of school events, such as the school's open house day, a sports game or a talent show.
assist students in their learning
Support and coach students in their work, give learners practical support and encouragement.
assist students with equipment
Provide assistance to students when working with (technical) equipment used in practice-based lessons and solve operational problems when necessary.
develop learning curriculum
Develop and plan the learning goals and outcomes for education institutions, as well as the required teaching methods and potential education resources. Organise content, form, methods and technologies for delivery of study experiences.
develop professional network
Reach out to and meet up with people in a professional context. Find common ground and use your contacts for mutual benefit. Keep track of the people in your personal professional network and stay up to date on their activities.
- Scope note
- This includes the development of social relationships with patients and customers.
keep records of attendance
Keep track of the pupils who are absent by recording their names on a list of absentees.
perform improvisation
Perform dialogues or actions spontaneously or without preparation.
practise singing
Study and practise lyrics, melody, and rhythm of songs.
provide career counselling
Advise beneficiaries on future career options through counselling and, potentially, through career testing and evaluation.
provide lesson materials
Ensure that the necessary materials for teaching a class, such as visual aids, are prepared, up-to-date, and present in the instruction space.
work with virtual learning environments
Incorporate the use of online learning environments and platforms into the process of instruction.
digital